I would decipher the "no caste and race-distinction" as being literate means that we foster an empathetic and self-reflective mindset to appreciate the "complexities of identities(Oakes et al., 2018, p.13)", validate and embrace every individual's funds of knowledge. Gay(2018) also pointed out, "diversity is a productive resource(p.172)" and teachers should use them in the teaching practices. Such practices not only showed promising academic results, but also encouraged these minority students to gain self-esteem, embrace their heritages, and parents to be more involved.

As an educator, I enact this philosophy to facilitate an equitable learning environment that everybody will have the chance to learn and become literate. I will appreciate the funds of knowledge the students bring into the classroom and make the best of them. For example, I will proactively assess learners' FOK using the KWL chart (Grant et al., 2015) and use the results to incorporate authentic activities that are closely connected with the students' daily lives. The physics textbook is historically Eurocentric filled with names like Newton, Galileo, Kepler, etc. However, not just the formulas named after these great Physicists are physics, the Mayan pyramids are, cencerro and laud, two Hispanic musical instruments, are rich Physics resources as well.

I will also write teaching journals to critically examine the unreasonable assumptions of my students. A Spanish subtitle might not help the Latino/Latinx students understand the content at all if they have not learned the vocabulary in Spanish. Instead, I would keep in mind that there is no single way to construct the meanings, to make sense of content, and to present the big ideas.

One strategy I have been working on during the student teaching and will continue applying in my future teaching is to take notes of how students explain the content to each other. By assessing the student sense-making process, this strategy provides evidence of the student's current knowledge and cues to bridge the gap between the prior knowledge and what is written in the curriculum.

Scientists form and revise their theories through iterative cycles of scientific investigations together with asking and answering scientific questions (Zygouris-Coe, 2014). Zygouris-Coe (2014) stated, "Students need to experience science as a living, ongoing, exciting and highly relevant body of knowledge and process of making sense of the world(p.44)." In a rapidly changing society, cultivating resilience through scientific practices will prepare our students to acquire flexibility, critical thinking, and courage to get through the uncertainties. A science class that expects failures and difficulties is also an ideal place to cultivate resilience if the teacher can facilitate an open-minded environment. In such a classroom, students will learn to appreciate rather than blame the mistakes and form a deeper understanding. This applies the social cognitive theory that the environment will affect the student's behavior and cognition(Ormrods, 2014). They will internalize the positive feedback from their peers and the teacher to establish self-esteem and self-motivation. From the teacher's perspective, the idea to build resilience means that I will dynamically assess my students' zone of proximal development(ZPD) and figure out the appropriate challenge to allow a gradual release autonomy(Vygotsky, 1978).

Fostering resilience guides my planning of lessons. I will first identify the big ideas that are worth teaching and eliminate the scientific facts/terms that "don't cohere into a bigger picture for learners(Windschitl et al., 2018, p.19)". In this way, students will not get lost in memorizing irrelevant concepts. Instead, they will have more opportunities to explore complex and puzzling core scientific ideas in meaningful ways.

After selecting the big science ideas, I will apply the Three-Tier Model to sort the vocabulary and plan the instructions (Zygouris-Coe, 2014, p.141). In everyday instruction, I will maintain a stable discourse of using Tier one vocabulary to lower the affective filter of English learners(Krashen, 1982). ELs may feel frustrated if the instructor shifts the usage of vocabulary frequently, while a stable discourse will allow them to anticipate what is going on in the classroom and be more willing to participate. For Tier Two vocabulary, I will check their prior knowledge to decide whether to teach them explicitly and keep the consistency with their other Science and Math teachers. For Tier Three, key content area vocabulary, I will provide tiered reading materials, graphic organizers, such as the Frayer Model(Windschitl et al., 2018), to promote students to construct their understanding.

To scaffold students to construct meanings of scientific theories, I will elicit their science talks using scientific modeling(Windschitl et al., 2018, p.111). At the beginning of each unit, students will generate an initial model of an anchoring scientific phenomenon based on their prior knowledge. They will process their idea, revise their model, review, and evaluate their theories throughout the unit. They will also establish resilience by proactively responding to peer feedback and teacher's back-pocket questions. By engaging students in scientific modeling, all students will have the opportunities to engage in content learning, scientific discourse plus writing with appropriate differentiation. Language learners can formulate their ideas and demonstrate their understandings using multimodal platforms. They can acquire disciplinary language by communicating with their peers through modeling activities. Gifted and high-performing students can be challenged by requesting more details or mathematical representations to clarify the modeling. I can chunk the bigger picture into different components and provide templates for students with learning disabilities to summarize the data and ideas. With all differentiations, the scientific model will help me maintain the high expectations of content learning because it reflects higher cognitive demand through explaining, designing, evaluating the models(Windschitl et al., 2018, p.53).

To know how to read, write, and talk about science means that you are enabled as an active participant in establishing and maintaining communities that are healthy, productive, and sustainable. (Grant et al, 2015, p.15)

A scientifically literate person demonstrates a deep understanding of big ideas across the disciplines and the maturity of Science and Engineering practices(Grant et al., 2015). Students will not only memorize Newton's Laws of Motion and solve the word problems, but also they will learn how to interpret the data and derive the mathematical representations. Authentic learning activities will engage students with authentic reading materials and writing tasks that they can learn to "obtain, evaluate and communicate information(Next Generation Science Standards, 2013)." These authentic practices will foster the college and career readiness of our students for the abilities to "research, identify and use appropriate strategies and methods(Zygouris-Coe, 2014, p.333)" to communicate. Enacting authentic learning experience also employs the constructivism theory that students make sense of content by actively constructing meanings through authentic science and engineering practices(Ormords, 2014).

My implementation plan to enact this theory begins with "Not to Dos." I will not water down materials or simply practice and drill to reach pure automaticity without understanding the meaning. Instead, I will promote science learning by doing science. The first aspect of doing science is to carry out investigations to explore scientific theories rather than verify the theories. Every semester, I will make sure that students have at least one opportunity to conduct investigations based on their own questions and their designs. Before that, I will gradually introduce each component of scientific investigations and offer opportunities to practice the investigations to build background knowledge for all students. The second aspect is to read authentic scientific journals and interpret data. I will regularly select latest journals and articles that are connected to the curriculum. I will model the think-aloud for students and teach the grammatical features of scientific articles. For students who have special learning needs, I will also create note-taking templates and text-dependent questions to help them organize their idea(Grant et al., 2015). The third aspect is to expand the type of written tasks and shift the focal point from the completion of the procedure to the analysis and explanation. I will introduce the Toulmin's model(2003) to scaffold students to organize evidence and claims. I will also incorporate quick writings to allow language learners to draft their idea without the concern of grammatical errors (Zygouris-Coe, 2014, p.355).

May you return with a young heart after years of fighting.